Date post: | 14-Apr-2018 |
Category: |
Documents |
Upload: | eloisa-alvarez-vega |
View: | 306 times |
Download: | 1 times |
of 12
7/27/2019 Fce for Schools Reading Overview
1/12
UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further information seeour Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo
First for Schools Reading Paper: Overview teachers notes www.teachers.cambridgeesol.orgPage 1 of 12
First for Schools Reading Paper: Overview teachers notes
Description
Students think about what they read in their own language and the different ways in which they read.They then answer true/false questions about the content of Paper 1 and think about the reading
strategies they will need to do each part.
Time required: 30 minutes
Materials
required:
Students Worksheet (one for each student)
Sample Paper (one for each student)
Aims: to encourage students to think about different reading strategies
to familiarise them with the content of Paper 1
Procedure
1. Ask students what sort of things they read in their own language and write their ideas on the
board (e.g. magazines, emails, articles on websites, MSN messages, school textbooks, etc.)
2. Ask students if they read these texts in the same or in different ways. For example,
Do you read some things more quickly? Which ones? (e.g. MSN messages, notes,
etc)
Do you look very quickly at some texts first, just to see what theyre about, then
go back and read them more slowly later?(e.g. magazines, articles on websites)
Do you look quickly at some texts to see what information they contain, then go
back and read some bits more carefully, and possibly more than once?(e.g.
school textbooks)
3. Use these questions to introduce the ideas (if they are not already familiar with them) of
skim reading for gist
scanning for specific information
intensive reading for in-depth understanding of the text.
Elicit how they read the text types on the board, bearing in mind that some things may be read
in two or three ways e.g. emails might be skim read, scanned or intensively read, depending
on what theyre about and who theyre from. Elicit other examples from the students.
4. Now give out the Students Worksheet and the Sample Paperand ask the students to
complete the worksheet in pairs. (Note: you will need to collect the Sample Paper back in at
the end of the lesson, because the activities focussing on each part in detail use this material
too.)
5. Feed back answers with the whole class (seeKey below).
6. Now ask the students which reading strategies, from those outlined in Step 3, they will need to
do each part of the paper. Let them discuss this in pairs before whole class feedback (see
Key below).
http://www.teachers.cambridgeesol.org/http://www.teachers.cambridgeesol.org/7/27/2019 Fce for Schools Reading Overview
2/12
UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further information seeour Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo
First for Schools Reading Paper: Overview teachers notes www.teachers.cambridgeesol.orgPage 2 of 12
7. Round up by discussing students impressions of this paper:
What will be easy?(Accept and make a note of any answers. This may help to inform
your scheme of work.)
What will be difficult?(Accept any answers. This may help to inform your scheme of
work.)
Do they think theyll enjoy this paper? Why/Why not?(Accept any answers. This
may help to inform your scheme of work.)
What ideas do they have for ways to improve their reading skill s? (e.g. reading as
much as possible in English; sharing articles or web pages that theyve found
interesting; reading a class reader or any other reader for their level, etc)
8. Collect up the Sample Papers.
Addi tional information
See First for Schools Handbook pp 78 for general tips for preparation for the exam.
http://www.teachers.cambridgeesol.org/http://www.teachers.cambridgeesol.org/7/27/2019 Fce for Schools Reading Overview
3/12
UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further information seeour Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo
FCE for Schools Paper 1: Overview - answer key www.teachers.cambridgeesol.orgPage 3 of 12
FCE for Schools Paper 1: Overview - answer key
Key to Procedure Step 6
In Part 1, they will need to skim read first for gist, and then read intensively to answer the
questions.
In Part 2, they will need to skim read the main text for gist, and then read intensively to place the
missing sentences in the correct paragraphs.
In Part 3, they will need to scan the text or texts for specific information and read intensively to
understand paraphrase.
Key to Students Worksheet
1 True There are 30 questions. The number of questions per part varies. Part 1 has 8 questions,
Part 2 has 7 and Part 3 has 15.
2 False The answers should be transferred during the test as there is no extra time for
transferring answers at the end.
3 True
4 False They have to place sentences in their correct position in the text.
5 True The questions require candidates to locate specific information in the text. The text may
be one continuous text or several shorter texts.
6 True This is a general reading skill that is expected throughout the FCE Reading test,
particularly in Parts 1 and 3.
7 True In order to place the sentences in the correct gaps students have to look at the text
before and after the gap. They then choose a paragraph that fits logically in terms of the
development of the theme and fits grammatically according to reference words, linkers, etc.
8 False In Parts 1 and 2, questions are worth 2 marks each. In Part 3, questions are worth 1
mark each.
http://www.teachers.cambridgeesol.org/http://www.teachers.cambridgeesol.org/7/27/2019 Fce for Schools Reading Overview
4/12
UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further information seeour Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo
FCE for Schools Paper 1 Overview - Students Worksheet www.teachers.cambridgeesol.orgPage 4 of 12
FCE for Schools Paper 1 Overview - Students Worksheet
Are these statements about the FCE for Schools Reading paper true or false? Can you correctthe false ones?
1 There are 30 questions in the Reading Paper, though each part does not have the same
number of questions.
2 You should transfer your answers to the answer sheets at the end of the test.
3 Not all the texts are the same length. There are shorter and longer texts.
4 In Part 2, you have to put the paragraphs of a text in order.
5 In Part 3, you have to match questions, which are written before the text, with the relevant
information in the text.
6 In some tasks you need to understand the opinions expressed in the text.
7 In Part 2, you need to be able to understand the development of the text and the text structure
in order to do the task.
8 All the questions are worth 1 mark each.
http://www.teachers.cambridgeesol.org/http://www.teachers.cambridgeesol.org/7/27/2019 Fce for Schools Reading Overview
5/12
UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further information seeour Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo
First for Schools Reading Paper 1: Overview Sample Paper www.teachers.cambridgeesol.orgPage 5 of 12
First for Schools Reading Paper 1: Overview Sample Paper
Reading Part 1
Questions 1 8
You are going to read an extract from a novel. For questions 1 8, choose the answer (A, B, C orD) which you think fits best according to the text.
Mark your answers on the separate answer sheet.__________________________________________________________________________________
line 8
Jamie tried to ignore the shouts from the spectators, urging the players on. Across the squash court, DannyPowell glared back at him. But there was an element of satisfaction in Danny's face. His arrogance had gone the first two games had at least knocked that a bit but having fought back with characteristic aggression totwo games all, he clearly felt he was in with a chance of taking the match.
Jamie tried to focus his mind and energy. He knew the pressure was on him now. He had been two gamesahead and had thrown that lead away. Though this was meant to be a minor event, the semi-final of the Under19 Knockout in the 'friendly' atmosphere of their own club, it was obvious that everyone wanted to know whothe winner would be, as they saw it as a taster for the Regional Championships in two weeks' time.
Jamie glanced up at the faces in the gallery. Their classmates were all there, and, of course, Bob Powell, whowas going on and on with pride every time Danny won a point, as though his son were a superstar and not theshow-off that he was. But there was only one face up there Jamie was bothered about his own father's. Andright now, he did not dare to look at it.
'Fifth and final game,' called Geoff, the umpire. The shouts from the gallery died away and Jamie forced hismind back to the match. Danny served. Jamie started to dive forward. Earlier in the match, he would havereached this shot, but now, with his energy almost spent, he stopped, knowing it was out of reach, anxious tosave what strength he had left.
Powell's voice bellowed out: 'Good boy, Danny, good boy! He's finished!' Jamie heard disapproving noises fromJoe who, as owner of the club, always tried to limit Powell's open hostility towards his son's opponents. It neverdid any good.
Jamie turned back to the court, determined to fight back, but now desperately jaded. It seemed to himsuddenly that he'd been on a squash court every waking moment of his sixteen years. And before the next ballcame towards him, he just had time to reflect that this wasn't far from the truth. No wonder these walls hadcome to feel like a prison cell; and it was a cell of tension, with moments of victory, but dominated for the mostpart by an ambition he sensed he would never fulfil.
The next point was given to Jamie. Danny turned to Geoff: 'It was out.' Jamie looked away. He knew it was hispoint but he didn't expect a problem. Geoff was not a person to be fazed by anyone, not even Danny or his
father. 'Come on,' said Danny. 'It was my point.' Jamie had heard this sort of dialogue so many times from
http://www.teachers.cambridgeesol.org/http://www.teachers.cambridgeesol.org/7/27/2019 Fce for Schools Reading Overview
6/12
UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further information seeour Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo
First for Schools Reading Paper 1: Overview Sample Paper www.teachers.cambridgeesol.orgPage 6 of 12
Danny and, if it went on long enough, which it usually did, Bob Powell was bound to join in. 'I've given mydecision,' said Geoff. 'Now play on.'
Jamie said nothing and continued to wait, ball in hand. In a strange way, he was grateful for this interruption.It gave him a moment to catch his breath. But not for long. Geoff leaned on the rail and fixed his eyes onDanny. 'Danny, play on, please, or I'll award a penalty point.' Danny, with a final glare, walked back into
position to continue the match. Jamie served at once, hoping the incident would have unsettled Danny'srhythm.
But Danny was now fired up. The ball came back like a bullet. To Jamie, the next four points seemed to fly pastin a maze of volleys and smashes that forced him back, pulled him forward, played with him like a toy. He knewthen that he could not beat Danny. Not today. Perhaps not ever. Danny was too strong.
http://www.teachers.cambridgeesol.org/http://www.teachers.cambridgeesol.org/7/27/2019 Fce for Schools Reading Overview
7/12
UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further information seeour Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo
First for Schools Reading Paper 1: Overview Sample Paper www.teachers.cambridgeesol.orgPage 7 of 12
1 In the first paragraph, Jamie noticed that Danny
A wasn't happy with the way he was playing.B wasn't quite so sure of himself as he had been.C was annoyed by the noise from the spectators.D was being more aggressive than usual in his game.
2 What does 'it' refer to in line 8?
A the winnerB the clubC the atmosphereD the semi-final
3 What did Jamie feel when he looked at the gallery?
A anxiety about what his father would be thinkingB pride that his father was watching him
C annoyance that Danny had more supportersD pleasure that his friends were watching
4 In the fourth paragraph, how did Jamie react to the ball?
A He misjudged where it was going to land.B He thought it wasn't a good shot.C He decided it wasnt worth trying to hit it.D He tried to hit it and missed.
5 What do we learn about Joe in the fifth paragraph?
A He didn't think Danny was a good player.B He attempted to stop Dannys opponents shouting.C He thought Powell should praise his son more.D He had little effect on Powell's behaviour.
6 What did Jamie realise in the sixth paragraph?
A He should have concentrated harder on his practice.B He was tired of the constant pressure he felt.C He didn't need to worry so much about his skills.D He should be more ambitious for the future.
7 Whatdid Jamie think when Danny argued with Geoff?
A He expected Geoff to stick to his decision.B He knew Geoff might ask for his opinion.C He wondered how Geoff would react.D He hoped Geoff would sort the problem out quickly.
8 In the last paragraph, the expression 'played with him like a toy' is used to illustrate the fact that
A the match had become more entertaining.B the match had gone on for too long.C Jamie was no longer serious about winning.D Jamie had little control over the match.
http://www.teachers.cambridgeesol.org/http://www.teachers.cambridgeesol.org/7/27/2019 Fce for Schools Reading Overview
8/12
UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further information seeour Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo
First for Schools Reading Paper 1: Overview Sample Paper www.teachers.cambridgeesol.orgPage 8 of 12
Reading Part 2
Questions 9 15
You are going to read a magazine article about some animals which appeared in a TV documentary.
Seven sentences have been removed from the article. Choose from the sentences A H the onewhich fits each gap (9 15). There is one extra sentence which you do not need to use.
Mark your answers on the separate answer sheet.__________________________________________________________________________________
The TV Stars from the desertThe meerkats of the Kalahari desert in South Africa are famous and Annand Steve Toon went to find them.
Meerkats are
animals which
are about
30cm tall and
live in groups
of 20 to 30.
The ones we
were looking
for were filmed during a period of four years and
starred in a TV documentary series. We wanted to
see them for real.
So it's 5.30am and we are in the middle of
nowhere, waiting for the sun to burn off the
remains of yesterday's storm clouds. Nearby a
large black bird lets rip his deafening, regular
wake-up call. 9 And while our eyes are
off the ball, a meerkat makes his appearance.
He pops his head out of the burrow where he has
spent the night.
upright. He is followed by a female and then
some other adults.
We arrived in scorching heat yesterday afternoon
with great expectations. 11 Now,
however, we are finally metres away from some
of the world's most charismatic wild creatures and
certainly among its most famous. Here are the
homes of 14 meerkat groups who are the real-
life, wildlife stars of an award-winning TV series.
To our excitement, the adult meerkats are swiftly
followed out of the burrow by four five-week-old
pups. It's the summer breeding season so you
would expect to see young. 12
Unbelievably comical and cute, the youngsters are
each a perfect smaller version of their parents.
'Hum, huh, hum,' we both softly and repeatedly
sing as we move closer to the pups with wide
angle lenses. This is the special call we've been
taught to use by the volunteer field assistant who
tracked down the group for us. It reassures them
that our presence is not a threat. 13
Each one carries on scanning their surroundings,
and getting in each other's way, as they would do
every other morning.
The animals that live here have been studied over
many years as part of a major, long-running,
research study known as the Kalahari Meerkat
Project. 14 Meerkats are ideal candidates
for researchers to study because they are active
by day and live in quite open terrain in the
Kalahari.
The animals have got used to having humans
around and their behaviour remains unchanged
around the researchers. 15 This lack
of attention to humans extends beyond the
researchers to people like us and the TV crew.
Sadly our time with these charming creatures is at
an end, but tomorrow, and the day after that, the
10 Apparently satisfied, he stands
http://www.teachers.cambridgeesol.org/http://www.teachers.cambridgeesol.org/7/27/2019 Fce for Schools Reading Overview
9/12
UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further information seeour Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo
First for Schools Reading Paper 1: Overview Sample Paper www.teachers.cambridgeesol.orgPage 9 of 12
project will go on just as before. They will
continue to be weighed, watched and worried
over. And on TV, the world's most famous
meerkats will simply go about their uniquely
fascinating lives as if nothing whatsoever out of
the ordinary was going on around them
http://www.teachers.cambridgeesol.org/http://www.teachers.cambridgeesol.org/7/27/2019 Fce for Schools Reading Overview
10/12
UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further information seeour Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo
First for Schools Reading Paper 1: Overview Sample Paper www.teachers.cambridgeesol.orgPage 10 of 12
A
B
C
D
At first we feel silly, and more than a little
self-conscious, but it seems to work since theanimals stay calm as we approach them.
We realise he has seen us and is checking usout before emerging fully.
This is because they are most active early inthe morning and in the late afternoon.
Without it, it would not have been possible tomake the TVprogrammes which had broughtus here.
E
F
G
H
They are therefore able to spend hours in the
field each day collecting importantinformation without affecting the animals'routine.
This makes us both jump and distracts ourattention from why we are here.
We had timed our visit with this possibility inmind but we still couldn't believe our luck.
But a series of seemingly endless, ear-splitting Kalahari thunderstorms had resultedin a no-show of our subjects.
http://www.teachers.cambridgeesol.org/http://www.teachers.cambridgeesol.org/7/27/2019 Fce for Schools Reading Overview
11/12
UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further information seeour Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo
First for Schools Reading Paper 1: Overview Sample Paper www.teachers.cambridgeesol.orgPage 11 of 12
http://www.teachers.cambridgeesol.org/http://www.teachers.cambridgeesol.org/7/27/2019 Fce for Schools Reading Overview
12/12
UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further information seeour Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo
First for Schools Reading Paper 1: Overview Sample Paper www.teachers.cambridgeesol.orgPage 12 of 12
http://www.teachers.cambridgeesol.org/http://www.teachers.cambridgeesol.org/